Acceptance of CCEI coursework varies within each state. Please check with the appropriate regulatory office(s) to ensure the courses you plan to take will satisfy the requirement(s) for which you are taking them.

Technology and Social Media Policy in the Early Care and Education Environment

Intermediate

4

This course examines the impact of digital technologies, the Internet, and social media on the early care and education environment and offers recommended strategies and best practices for using various technological tools. Program policies are a central focus of the comprehensive course, with emphasis on crafting policies that best promote effective, high-quality care.

This course provides an introduction to the Early Childhood Environment Rating Scale (ECERS) and is intended primarily for childcare practitioners (teachers and administrators) whose programs are or may be subject to quality ratings by program monitors, regulatory agencies, researchers, or other formal observers, as well as anyone considering the use of ECERS or other rating scales to evaluate their own program or classroom.

CUR111

Cultural Competence and Promoting Awareness of Diversity in Child Care

Advanced

4

The strategies presented in this course focus on curriculum materials, daily activities, and also on the way cultural diversity permeates almost every aspect of teaching. When teachers work to develop an environment focused on acceptance of diversity, everyone in the environment understands that cultural differences are positive strengths that allow all individuals to make unique contributions. Note: This is an advanced level course. It includes 4 practical application questions which require written responses. These questions must be graded by a CCEI Education Coach before a certificate of completion will be issued.

CUR116

Understanding the Early Childhood Environment Rating Scale (ECERS-3)

Intermediate

4

This course provides an introduction to the most recent revision of the Early Childhood Environment Rating Scale (ECERS) and is intended primarily for early childhood professionals whose programs are or may be subject to quality ratings by program monitors, regulatory agencies, or other formal observers.
If you are an early childhood professional, this course will help you understand the basics about what ECERS observers look for during the observation period and how you can use the ECERS as a guide to improve the quality and effectiveness of your program.

CUR117

Authentic Assessment in Early Care and Education

Beginner

3

This course provides comprehensive, research-based guidance about assessment in early childhood education. Course participants will learn about recommended assessment methods and practices, with emphasis on observation and authentic assessment. This course also provides recommended strategies for analyzing assessment data as a means to individualize instruction and improve the overall early learning environment.

ADM102

Family Child Care Basics

Beginner

3

This course was designed to provide information, resources, and advice to family child care providers. The course provides information regarding the business and regulatory side of family child care, as well as a basic overview of health, safety, child development, and educational issues relevant to those who use their homes to care for children.

ADM107

Coping With Crises and Traumatic Events

Beginner

3

Emergencies and natural disasters can happen suddenly with little or no warning. This course provides essential information on recommended practices and strategies and other important resources to help guide the process of planning to survive and recover from disasters, emergencies, and other types of potentially traumatic events.

ADM109

Developing Leadership in Early Care and Education

Intermediate

3

This course examines what it means to be a successful leader in the field of early care and education (ECE) which includes afterschool or out-of-school-time care. While there are certain universal qualities to any good leader, regardless of profession, leaders in the ECE industry face some unique challenges and responsibilities that are not covered in typical corporate leadership books and seminars.

CHD103

The Child’s Digital Universe: Technology and Digital Media in Early Childhood

Intermediate

3

This course presents the latest research and recommendations regarding children's use of technology and digital media, and the ways in which digital devices are reshaping childhood and early childhood education.

CLM100

Teaching Multiage Groups

Beginner

3

This course provides a guide to managing a multiage environment, in which students of different ages and skill levels share a classroom as well as a basic curriculum. Participants will compare multiage to traditional graded classrooms and learn about the potential benefits of incorporating multiage strategies into any classroom. This course also provides comprehensive recommendations and strategies for organizing a classroom, facilitating group projects, managing a peer tutoring program, and much more.

CUR103

Outdoor Learning

Intermediate

3

This course provides comprehensive information on integrating outdoor learning into the early childhood curriculum, including developmental benefits, recommended practices, and numerous ideas for activities.

CUR109

The School-Age Child Care Environment: General Guidelines for a High-Quality Out-of-School Program

Beginner

3

This course presents basic recommendations for designing and maintaining a safe, healthy, productive learning environment for school-age children. The course is intended primarily for childcare professionals who care for school-age children in an afterschool setting but is also relevant and helpful for anyone who works with children in grade K and up.

CUR112

Constructivist Learning Theory and Approaches to Hands-On Learning

Intermediate

3

This course features examination of “hands-on learning” in the context of constructivist learning theory, including the theories of Piaget, Vygotsky, and Bruner and the teaching methods established by Maria Montessori and the Reggio Emilia community.

CUR114

21st Century Social Studies in the Early Childhood Environment

Intermediate

3

This course explores the purpose of social studies in early childhood classroom, with emphasis on grades preK–2. This course provides an overview of the new C3 Framework for Social Studies State Standards along with recommended best practices and classroom activities covering a wide range. Important connections are drawn between social studies curriculum goals and the development of social-emotional skills.

GUI102

Conflict Resolution in the Early Childhood Environment

Intermediate

3

This course offers strategies and practices for addressing and resolving a wide variety of social, emotional, and behavioral conflicts likely to arise in the early childhood environment.

GUI103

Understanding Aggressive and Defiant Behaviors

Intermediate

3

Aggressive and defiant behaviors in children pose tremendous challenges to adults at every level, from the early childhood environment through high school. In this course, participants will learn about the underlying causes of aggressive behavior, the reasons why aggressive behaviors cannot be ignored, and strategies and practices for helping children develop positive social-emotional skills.

GUI104

Individualized Guidance, Instruction, and Support in Early Childhood Care and Education

Intermediate

3

This course presents strategies for individualizing instruction in order to meet the needs of all young children, including but not limited to those with special needs. Major topics include differentiated instruction, Universal Design for Learning (UDL), and Response-to-Intervention (RTI) in the context of early care and education environment.

HLTH105

Medication Administration in the Child Care Environment

Beginner

3

This course provides detailed information on best practices and procedures for the safe, effective, lawful, developmentally appropriate administration of medications in the child care environment.

SCH102

Stages of Development, Ages 12 to 14

Beginner

3

This course focuses on the developmental stages and characteristics of children ages 12 to 14, the typical age of early adolescence, as well as recommended strategies and practices for supporting children's developmental needs. Emphasis is on the afterschool and other out-of-school care environments, but the content is appropriate for anyone who works with school-age children.

SCH103

Successful Homework Support for School-Age Children

Beginner

3

This course provides an overview of current homework research, best practices, systems, and tools to consider using to support school-age (5-to-14 year-old) children working on homework assignments in an afterschool or out-of-school-time setting.

SCH106

Character Education in the School-Age Child Care Environment

Intermediate

3

This course explores the importance of character education in schools and out-of-school programs, focusing on environments for school-age children and adolescents.

ADM112

Program Leadership: Staff Retention and Motivation

Intermediate

2

Employees are much more likely to feel motivated when they are part of an organization with effective, dedicated leadership. An organization’s success begins with its leadership. But success is produced and maintained by the staff as they bring the leadership’s vision and policies to reality. As an organization’s leadership improves, so does the sense of unity and common purpose among staff members. This course discusses the role that effective leadership has on staff retention and motivation.

CHD106

Understanding and Promoting Infant Development

Beginner

2

Early childhood is the most active stage of human development and more growth occurs in the first year of life than any other period. Caregivers who understand the progression of development are more prepared to respond to needs and create appropriate learning environments. In this course caregivers will discover the characteristics of infant development. In addition, the course provides strategies caregivers can use to promote growth and learning across all areas of development.

The overall goal of the Beginning stage of competency based training is to expose the professional to new information. Beginning level training is most appropriate for those beginning their career or for those who have been in the field for a while but are exposed to new information or concepts.

The goal for the Intermediate stage of competency based training is to help the professional expand and apply knowledge to their everyday practice. Intermediate level training is most appropriate for those professionals who have an adequate understanding of basic child development concepts/theory and have begun to make the connection of what they know to their everyday work with children. The Intermediate level training should encourage expanding knowledge and application to demonstrating refining skills.

The overall goal for the Advanced stage of competency based training is to challenge the experienced professional to synthesize, form generalization, draw conclusions, apply, and modify acquired knowledge into everyday practice. Advanced level training is most appropriate for professionals who have achieved some formal education.

The focus of this level of training is on guiding the professional to use their knowledge and experience in mindful practice with children and families adapting and changing to new circumstances.